With me it is exactly the same: second stories and their argumentative function in child talk

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-06-20 DOI:10.1007/s10212-024-00855-0

Joanna Wala, Kati Hannken-Illjes, Ines Bose, Stephanie Kurtenbach

引用次数: 0

Abstract

Conversation circles in kindergartens can foster discursive abilities such as argumentation. This paper analyzes argumentation in conversation circles in a kindergarten with respect to the function of narrative argumentation. We focus on second stories as a specific narrative form that is characterized by relating in content and form to a before told narrative thereby displaying similarity and alignment. In this paper, we will analyze videographed conversation circles in a kindergarten. Our methodological approach is interactional and qualitative, informed by conversation analysis and narrative analysis. We will argue that preschool children use second stories for argumentative purposes in cooperative argumentative exchanges and through them produce interactional alignment.

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我的情况也是如此：第二故事及其在儿童谈话中的论证功能

幼儿园的对话圈可以培养幼儿的论证等话语能力。本文从叙事论证的功能角度分析了幼儿园对话圈中的论证。第二个故事是一种特定的叙事形式，其特点是在内容和形式上与之前的叙事相关，从而显示出相似性和一致性。在本文中，我们将对幼儿园的对话圈录像进行分析。我们的方法是互动和定性的，并借鉴了对话分析和叙事分析。我们将论证学龄前儿童在合作论证交流中为论证目的使用第二个故事，并通过它们产生互动一致性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.